What's so Bad About a Boy Wearing a Dress?

Since Lucinda has a curvy body type, she was told that her skirts were “technically acceptable” yet they were still too short for her to wear. Ventimiglia was suggested to follow a dress code with longer hem requirements… The student was kicked out of her own prom by a chaperone who said that a group of dads were staring at her, even though she was following all of the dress code rules. She says, “I’m not responsible for some perverted 45-year old dad lusting after me because i have a sparkly dress on and a big ass for a teenager… and if you think i am, then maybe you’re part of the problem.” When i saw read this, i was disgusted by the fact that grown men would be gawking over a 16 year old at her junior prom because her dress complimented her butt. Not only is this disrespectful, it’s disgusting. As men, they should know better than to be treating a young lady as a sexual object; that student could’ve been one of their child’s friends, how gross is that? This is teaching girls to feel uncomfortable in their own skin; we should all be proud of our

The people who are in charge of creating the school dress code don’t think of girls feelings, or their need to be an individual. There are also some unnecessary rules in schools, and what schools deemed inappropriate or distracting. The schools are taking some of the girls rights away. I believe that the dress code for the younger generation is too focused on girls, and it’s way too strict. Students should not have to wear school uniforms, some schools went for believing it would get rid of competition.

Gender coding is not a natural or biological characteristic. People are born with different physical and biological characteristics, but make sense of their gender roles through cultural influences. “Stereotypes are amazingly powerful, and we may not realize the degree to which our thoughts, beliefs, and actions are shaped by them” (Silverman, Rader, 2010). Boys and girls are labeled as masculine or feminine, which is considered the “norm” for society. Children are not born masculine or feminine, they learn these roles from parents, peers, media, and even religion. Concepts of gender identity are sometimes placed on children even before their birth, such as with the selection of paint colors for the nursery.” Children begin to form concepts of gender beginning around the age of 2, and most children know if they are a boy or girl by age of 3” (Martin & Ruble, 2004). From an early age, children are encouraged to identify with gender coding. Gender is formed at birth, but self-identification as being male or female is imbedded into their minds by parents and society. A child learns to understand their gender role and their identity by what is taught and expressed to them by others. Yet as a child grows, gender coding can cause cultural confusion, and insecurity issues throughout the course of their life.

When having a child you are so excited to see if you are having a boy or a girl, well not in this case. The mother Helen and father John do not even have an idea of the gender of the baby so the resort to calling the baby it. “ And it looks just like me. It has my hair.”

This article, “No Way My Boys Are Going To Be Like That,” converses that young children are becoming aware of gender processing, which means

    The N.E.I.S.D. dress code is more open to other fashion trends being allowed in school because the N.E.I.S.D. code allowed more styles. Some of the clothing we are wearing to day want agents the school's dress code. Some of the rules are not enforced by the other theaters and students at school.

A common theme in the discussion is that dress coding promotes victim shaming amongst girls. Students in question are made to feel ashamed for questioning the decisions of their teachers. Tallie Doyle, a fourteen year old dress coded for wearing a tank top that showed her bra straps, is a notable example in this regard. After being taken to the principal’s office, Tallie

Children learn as early as age two what it means to be a “boy” or a “girl” (Aina & Cameron). This is described as gender identity, a person’s sense of self as male or female. Gender stereotyping emerges hand in hand with the development of gender identity in Early Childhood (Halim). Gender roles are society’s expectations of the proper behavior, attitudes and activities of males and females. When babies are born they are either put in pink or blue, as they grow up they still maintain the same “gender” colors. As young children start to socialize, they are playing with either “girl” toys or “boy” toys. When they get older they

Once a child is born, he or she learns to view the world based on the behaviors of others. The child’s primary caregivers, usually the parents, and others present in the child’s environment, such as siblings, peers, teachers, and even the media, contribute to the development of the child’s perception of himself, those around him, and society overall. This concept is called socialization. “The way we are, behave and think is the final product of socialization” and it is through socialization that we “learn what is appropriate and improper for both genders” (Crespi, 2004). This concept of gender socialization leads to the inescapable

Some believe parents need to be more accepting of what gender their child chooses to be. In Linda DiProperzio’s article, she quoted an associate professor of Women 's Studies at the University of California named Jane Ward, who stated, “Raising a child under these strict gender guidelines is denying them an entire world of colors--they become tracked into the characteristics of their biological sex.” (Par. 7) Moreover, it is stated that limiting the views of a child can, and will, drastically change them and their future self. Not allowing children to be creative in what they choose limits their mindset. It is even worse that these narrow-minded ideas are thought up and enforced by the

Conry-Murray, Clare, and Elliot Turiel. "Jimmy's Baby Doll And Jenny's Truck: Young Children's Reasoning About Gender Norms." Child Development 83.1 (2012): 146-158. Education Research Complete. Web. 5 Oct. 2015. Clare Conry-Murray and Elliot Turiel write in this article about the reasoning behind gender, and whether or not it’s a fixed or changeable concept. Children ages 4 through 8 years of age were asked questions about gender norms, and most of the participants believed that non-traditional gender norms would be acceptable in a different cultural context. They also said they believed that gender norms should be a personal choice, and they didn’t believe that forcing gender norms on children in school should be allowed. Children

One of the main concerns people struggle with is how they should dress. For guys, it is less of a struggle. As long as it's appropriate, it's suitable. For girls, however, they struggle to pick out the perfect outfit. Girls should dress fashionably but not be revealing. The way he or she may dress sends a message, either a positive one or a negative one. When the outfit has been chosen the next thing to do is to pick up the person. The main thing when

In addition, a study was done on children ages 4, 6, and 8 to test flexibility about gender and parental influences. Assessments were focused around gender constancy, judgments about gender norms; results showed that younger children were more rigid than older children, showing parental influence is present (Cyphers, Lisa)(Conry-Murray, Clare).

Children learn at a very early age what it means to be a boy or a girl in our society. As children grow and develop, the gender stereotypes they are exposed to at home are reinforced by many elements in their environment and are thus perpetuated throughout childhood followed by adolescence. One major societal issue uprising with the way children are raised in today’s society is the gender specific dressing for boys and girls. The history with gender specific dressing is a one sided masculine enforced point of view for centuries. As children move through childhood and into adolescence, they are exposed to many factors which influence their behaviors and attitudes regarding gender roles. It is difficult for a child in today’s society to grow to adulthood without experiencing some form of gender bias or stereotyping. The question lies whether the view of gender specific dressing shall change or stay the same. As society continues to evolve and grow so does the tolerance of new uprising views for the general purpose of equality and freedom to do as pleased. Children regularly learn to adopt gender roles which are not always fair to both sexes. These attitudes and behaviors are generally learned first in the home but then reinforced by their environment, school experience, and media viewing. Nonetheless, the strongest influence on gender role development seems to occur within the family setting. Culture, values, and beliefs are the parents early role for passing on, both overtly

It is normally thought that gender is something that is developed at birth and is something that is set in stone. More recently in time, people have started to express that they feel that their gender identity is different and separate from their sex at birth. Egan and Perry are considered very important researchers in the field of gender identity and psychology. The two proposed that gender identity is multi-faceted and is made up of five different components that are generally independent of one another. The categories are as follows: knowing one belongs to one gender or another, how much they feel they belong to the category, how happy they are with that gender, how much pressure they feel to conform to gender stereotypes and how much they feel their sex is superior to the opposite (Carver, Yunger & Perry, 2003, p. 95). All of these relate to adjustment in different senses. Egan and Perry found that by middle childhood, most have a fairly stable idea of their standing on all of these categories. Their perception thrives most when they are confident in themselves and when they feel that they are not constricted in their freedom to explore other